Skip to main content

Twenty-Seventh Annual Meeting: Abstracts

Primary tabs

Keyword

Integrative processes in reading comprehension

Ludo Verhoeven -- Radboud University Nijmegen

What’s age got to do with it? Learning to read in a second language

Alexandra Gottardo -- Wilfrid Laurier University

Unlocking different manifestations of reading impairments in opaque and shallow orthographies

Taeko N. Wydell -- Brunel University

Seeking improvements in literacy instruction through an ecological model lens

Kausalai Wijekumar -- Texas A&M University

Emily Binks-Cantrell; R. M. Joshi; Debra McKeown

Adolescent writing

Penelope Collins -- University of California, Irvine

Cognitive and linguistic contributors to spelling within and across languages

Susie Russak -- Beit Berl College, Israel

Analyzing and supporting reading and writing motivation: Outcomes of descriptive and intervention studies

Prof. Roel van Steensel -- Erasmus University Rotterdam/Free University Amsterdam

Changes in the role of reading on vocabulary learning from early childhood to adulthood

Laura Shapiro -- Aston University, UK

Jessie Ricketts; Sanne van der Kleij

The role of executive function in skilled reading

Jessica Younger -- UCSF

Supporting teachers’ enrichment of children’s language environment in early childhood education and care settings

Veslemøy Rydland -- University of Oslo

Spelling Matters! Revealing the complexity of the relation between spelling and reading

Nicole Conrad -- Saint Mary's University

Using change scores to examine dynamics in reading research

Lee Branum-Martin -- Georgia State University

Delving deeper into comprehension considering child, text, and assessment factors

Young-Suk Kim -- University of California, Irvine

David Francis

Professional development research on literacy instruction and dyslexia

Alida Anderson -- American University, Washington DC, USA

Alida Hudson; Ramona Pittman; Erin Washburn; Susan Chambré

Contributors to English reading comprehension of linguistically diverse learners across the K-12 years

Jeannette Mancilla-Martinez -- Vanderbilt University

The design and use of early literacy digital materials: What’s new? What’s working?

Adriana Bus -- University of Stavanger

Changing perspectives in the home literacy environment

Eliane Segers -- Behavioural Science Institute, Radboud University Nijmegen

Dynamic interactions between brain changes and reading development

Maaike Vandermosten -- KU Leuven

Jason Yeatman

Bilingual reading developments: Cross-linguistic & neuro-behavioral perspectives

Ioulia Kovelman -- University of Michigan

Examining the comorbidity between learning (dis)abilities and attention deficit hyperactivity disorder

Callie Little -- University of New England

Contextualizing the science of reading II—Considering implementation to address reading in vulnerable student populations

Tiffany Hogan -- MGH Institute of Health Professions

Contextualizing the science of reading I—Vulnerability as a framework to understand and address reading

Nicole Patton-Terry -- Florida State University

Arabic orthographic features and their impact on reading

Rob Davies -- Lancaster University

Elinor Saiegh-Haddad

The use of dynamic learning tasks to predict growth in reading, identify children at risk of literacy and related difficulties and forecast response to intervention.

Hannah Nash -- University of Leeds

Text comprehension: The impact of strategies and knowledge

Kate Cain -- Lancaster University

Spelling in non-alphabetic languages

Poh Wee Koh -- Texas A & M University

R.M. Joshi

Writing development across childhood: Advances across international, conceptual, and digital contexts

Hope Gerde -- Michigan State University

Gary Bingham--Georgia State University

Spelling in alphabetic languages

R. Malatesha Joshi -- Texas A & M University

Poh Wee Koh; Kay Wijekumar

Reaping the rewards of the reading for understanding initiative

Gina Biancarosa -- University of Oregon

Instruction to support orthographic mapping

Katharine Miles -- Brooklyn College

Use of technology in improving literacy outcomes

Stephanie Day -- University of California, Irvine

Jin K. Hwang

Understanding the role of sign language in reading

Frances Cooley -- University of Texas at Austin

David Quinto-Pozos

Reading delay and difficulty: What is the role of risk for intervention effectiveness?

Jan Frijters -- Brock University

Understanding DLLs’ reading development by exploring child- and text-level factors outside the SVR framework

Amy Pratt -- University of California, Irvine

Creative reuse and repurposing of data

Wilhelmina van Dijk -- Florida State University

Funding Opportunities for Reading Researchers at IES

Vinita Chhabra -- IES/NCER

Individual factors predictive of preschoolers' word learning

Lindsey Peters-Sanders -- University of South Florida

Michael Barker; Howard Goldstein

Emergent literacy skills and predictive factors on Japanese preschoolers and kindergartners’ reading

Maya Kobayashi -- Seirei University

Speaking to reading in english: investigating the relationship between prosody and reading comprehension with year three children

Sheradan Miller -- Newcastle University

Cognitive-linguistic profiles of English and Chinese language among Chinese adolescents with dyslexia: A cluster analysis study

Kevin Kien Hoa Chung -- Department of Early Childhood Education, The Education University of Hong Ko

Lam Chun Bun; Li Xiaomin

Language and mathematics: A meta-analysis to explore the medium and thinking functions of language in mathematics

Peng Peng -- The University of Texas at Austin

What are they doing? Using eye-tracking technology to better understand students’ test-taking behavior.

Scott Ardoin -- University of Georgia

Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and the relation with their reading abilities in first grade

Wei-Lun Chung -- National Taipei University of Education

An examination of third graders’ reading behavior, strategy use, and accuracy on an expository text: An eye movement examination

Katherine Binder -- Mount Holyoke College

Scott P. Ardoin; Kathryn Tremblay; Amani Talwar; Elizabeth Tighe

Applying Multi-Tiered Systems of Support to Enhance the Alphabet Knowledge Skills of At-Risk Preschoolers

Xigrid Soto -- University of Kansas

Lauren McKeever ; Trina Spencer ; Howard Goldstein

The identification and classification of reading difficulties based on the Simple View of Reading

Mike Sleeman -- University of Canterbury

John Everatt; Alison Arrow; Amanda Arrow

Implicit letter-sound knowledge in Japanese-speaking children

Hiroki Higuchi -- NTT Communication Science Laboratories

Yuko Okumura; Tessei Kobayashi

When teaching reading comprehension to students with MID fosters phonics and accuracy

Catherine Turcotte -- Universite du Quebec a Montreal

Céline Chatenoud

Frequency trajectory as a criterion for identifying core academic vocabulary

William Nagy -- Seattle Pacific University

Elfrieda Hiebert

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

Xiujie Yang -- Beijng Normal University

Xiangzhi Meng

Spelling acquisition in Spanish: Using error analyses to examine individual differences in phonological and orthographic processing

Shuai Zhang -- Appalachain State University

Alida Hudson; Ryan Xuejun Ji; R. M. Joshi; Juan Zamora; Fabiola R. Gómez-Velázquez; Andrés Antonio González-Garrido

A Randomized Control Trial of Computer-Based vs. Paper ABRACADABRA: Impacts on Reading and Spelling, Reading Motivation, Self-Esteem and Enjoyment

Kristen Sha -- University of Western Ontario

Robert Savage

Exploring the influence of background knowledge on reading multiple representations in a long scientific article: an eye-movement study

Yu-Cin Jian -- National Taiwan Normal University

Jia-han Su

Derivational Morphological Knowledge of Dyslexic Students: Comparison Between Oral and Written Tasks

Amélie Bourcier -- Universite de Montreal

Rachel Berthiaume; Daniel Daigle

Label versus concept knowledge among elementary-age students from Spanish-speaking homes

Min Hyun Oh -- Vanderbilt University

Laura Buckley; Jeannette Mancilla-Martinez

Disentangling the role of RAN on word reading and arithmetic accuracy in second grade Hong Kong Chinese children

Phil, Duo Liu -- The Education University of Hong Kong

Terry Tin-Yau Wong; R. Malatesha Joshi

Mind maps: Processed as intuitively as thought? Investigating late elementary graders’ eye-tracked reading-for-learning patterns in-depth.

Emmelien Merchie -- Ghent University - Department of Educational Studies

Sofie Heirweg; Hilde Van Keer

Developing literacy skills in Hong Kong’s young Chinese language learners: Effectiveness of an evidence-based instructional intervention

Yu Ka Wong -- The Chinese University of Hong Kong

Writing argumentative texts based on sources: A study into the cognitive and motivational correlates of 10th graders’ writing performance

Fien De Smedt -- Ghent University

Yana Landrieu; Bram De Wever; Hilde Van Keer

A systematic review of the psychometric properties of standardized reading assessments

Kelley Nelson-Strouts -- University of Kansas Medical Center

Mindy Sittner Bridges

Do emergent bilingual children follow similar patterns in English letter-name knowledge as English-monolingual children?

Somin Park -- The Ohio State University

Shayne B. Piasta

Effects of Distributed Professional Development Featuring Vocabulary and Comprehension Instruction on Fourth Grade Student Outcomes

Elizabeth Swanson -- The University of Texas at Austin

Alicia Stewart

Validation of a dyslexia screener for children

Trude Nergård-Nilssen -- UiT - The Arctic University of Norway

Monica Melby-Lervåg

Improving comprehension and vocabulary skills through online deliberate practice

Pelusa Orellana -- Universidad de los Andes

M. Francisca Valenzuela

Relationships of paired associate learning and cognitive-linguistic skills to Chinese reading skills in kindergarten children

Catrina LIU -- The Education University of Hong Kong

Kevin Kien Hoa Chung

Implementing reading strategy programs and their effects on teachers’ instruction and students’ comprehension in secondary schools

Joerg Jost -- University of Cologne

Anke Schmitz; Fabiana Karstens; Elmar Souvignier

The N400 in typical and atypical readers: A systematic review and a meta-analysis

Badriah Basma -- McGill University

Armando Bertone

Teachers’ knowledge about reading comprehension processes and instructional practices: interviews with classroom teachers and special education teachers

Kristi Jakobson -- Tallinn University

Piret Soodla

Cross-language transfer of visual attention span in Chinese-English bilinguals

Kevin Shing-Chi Chan -- The University of Hong Kong

George K. Georgiou; Pui-sze Yeung

Investigating the reliability and validity of a measure of text structure awareness in grades 4-5

John Strong -- University at Buffalo

Evaluation of a self-report measure of Spanish vs. English language use preferences among middle school English Learners with reading difficulties

Kelly Macdonald -- University of Houston

Paul Cirino

Differential contributions of component skills to reading comprehension for adult literacy students and postsecondary developmental education students

Amani Talwar -- Georgia State University

Daphne Greenberg; Joseph Magliano

What New Teachers Need to Know about Dyslexia: What’s New with Policy on Dyslexia Instruction for Preservice Teachers

Dr. Peggy Semingson -- The University of Texas at Arlington

Biological networks associated with reading ability

Hope Lancaster -- Arizona State University

Jing Li

Orthotactic sensitivity vs. phonological constraints on word recognition: An ERP study with deaf and hearing readers

Brittany Lee -- San Diego State University

Priscilla Martinez; Katherine J. Midgley; Phillip J. Holcomb; Karen Emmorey

Individual differences in late elementary graders’ reading comprehension strategy use

Rielke Bogaert -- Ghent University

Emmelien Merchie; Hilde Van Keer

Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review

Gillian West -- The University of Oxford

Charles Hulme; Monica Melby-Lervag

Annotating digital text with phonemic cues to support decoding in struggling readers

Patrick Donnelly -- University of Washington

Jason Yeatman; Kevin Larson; Tanya Matskewich

Sensitivity to silent letters in children with developmental language disorder

Marie-Pier Godin -- Universite de Montreal

Rachel Berthiaume; Daniel Daigle

Examining the transformative power of professional learning on teachers’ perceptions of reading development, disabilities, and instruction: An exploratory study

Pamela Beach -- Queen's University

Jen McConnel; Barbara Mendes

How do derivational and compounding awareness in Chinese and English contribute to bilinguals’ comprehension?

Yaqi Shen -- Penn State University

Amy Crosson

The effects on reading outcomes of vision therapy for convergence insufficiency

Carolyn A. Denton -- Oregon Research Institute

Mitchell Scheiman; Eric Borsting; Marjean Kulp; G. Lynn Mitchell; Susan Cotter; Christopher Chase; Lisa Jones-Jordan; Eugene Arnold; Richard Hertle; Michael Gallaway; Erica Schulman; Susanna Tamkins; Kristine Hopkins; Rachel Coulter; Ingryd Lorenzana

Minority home-language children’s biased reading self-concept and its consequences for reading development

Robin Segerer -- University of Basel

Frank Niklas; Sebastian Suggate; Wolfgang Schneider

Bilingual Children’s Language Proficiency and Visual Attention in Animated eBook Reading

He Sun -- National Institute of Education, Nanyang Technological University

Adriana Bus

Can speechreading be trained in young hearing children?

Elizabeth Worster -- University College London

Rachel Dennan; Charles Hulme; Mairéad MacSweeney

Learning from Challenging Text, A Technological Driven, Adaptive Solution to Poor Comprehension Skills

Donna Caccamise -- University of Colorado

David Quigley; Rachel Lieber; John Weatherley

Literacy intervention and psychosocial development in New Zealand students with low levels of literacy acquisition

Amanda Denston -- University of Canterbury

John Everatt; Rachel Martin; Tufulasi Taleni

To err or not to err? A comparison of errorful and errorless learning methods for children's acquisition of novel visual-verbal paired associates

Robin Litt -- Rocky Mountain Literacy and Child Development; Macquarie University

Signy Wegener; Nathan M. Green; Hua-chen Wang; Nicholas A. Badcock; Serje Robidoux

Developmental Trajectories of Monolingual and Bilingual Children At-risk and Non-at-risk of Reading Disabilities

Melissa Nichol -- Brock University

Jan C. Frijters; Joan Bosson-Heenan; Jeffery R. Gruen

Brain networks for inhibition control in early childhood: Link between reading ability and executive function

AVANTIKA MATHUR -- UNIVERSITY OF NEBRASKSA, LINCOLN

Makayla Gill; Ceceli Bonitto; Yingying Wang

Modeling changes in achievement gaps in reading and mathematics

Jessica Namkung -- Universit of Nebraska-Lincoln

Marc Goodrich; Hongwook Suh; Mingsung Kim

The Relation of Morphological Awareness to Language and Reading Skills: A Meta-analysis

Joong won Lee -- University of California, Irvine

Alissa Patricia Wolters; Young-Suk Kim

The Impact of Mind Wandering on Memory for Central and Peripheral Text Ideas

Amanda C. Miller -- Regis University

Hannah Christensen; Irene Adjei; Lauren Dunlap; Naomi Tubbs; Tricia Charfauros

Incidental word learning from print: The role of semantic diversity

Matthew HC Mak -- University of Oxford

Yaling Hsiao; Kate Nation

Word class and spelling in English

Rebecca Treiman -- Washington University

Rebecca Jewell; Kristian Berg; Mark Aronoff

Nacent decoding in preschool children: Letter knowledge and instruction effects

Theresa Roberts -- Oregon Research Institute

Patricia Vadasy

Character transposition effects in reading Chinese: Evidence from coordinative compound word recognition

Jing Sun -- University of Cincinnati

Hye K. Pae; Quintino R. Mano

Teaching writing starting in kindergarten: Effects of a tier 2 intervention

Meaghan McKenna -- University of South Florida

Howard Goldstein; Xigrid Soto

A systematic review of status and effectiveness of reading instruction from classroom observation studies

Yucheng Cao -- University of California, Irvine

Young-Suk Grace Kim

Effects of web-based training on pre-service teachers’ knowledge for writing instruction

Rocío Castiñeira Seoane -- Universidad de La Laguna

Nuria Gutiérrez; Juan E. Jiménez

Pages